Exploring Thai Pre-service Teachers' Responding Patterns and Pragmatic Strategies in the Impromptu Q&A Oral Presentation Abilities of the Post-Presentation
Exploring Thai Pre-service Teachers' Responding Patterns and Pragmatic Strategies in the Impromptu Q&A Oral Presentation Abilities of the Post-Presentation

Summary/Abstract: Background/purpose. Effective impromptu communication skills are crucial for pre-service teachers, particularly in handling spontaneous question-and-answer (Q&A) sessions following academic presentations. However, there is limited research examining how Thai pre-service teachers navigate these challenging interactions while balancing professional communication standards with cultural norms. This study aimed to investigate the responding patterns, pragmatic strategies, and gesture use in Q&A sessions, as well as identify perceived challenges faced by Thai pre-service teachers during impromptu Q&A sessions following their academic presentations. Materials/methods. The study employed a mixed-methods approach, and the participants were 75 second-year English major pre-service teachers at a public university in Thailand. Data was collected over 16 weeks using observation checklists, structured field notes, and questionnaires. The data were analyzed using both qualitative thematic analysis and quantitative statistical methods. Results. The findings revealed that there was significant improvement in acknowledgment strategies between Week 8 and Week 16 (M = 1.27 to M = 2.13, p < .001). Participants effectively utilized both direct responses (68.4%) and cultural elements, with Thai politeness markers appearing (94.7%). Gesture analysis showed systematic use of emphatic (42.3%), illustrative (31.7%), and regulative gestures (26%), with emphatic gestures demonstrating highest effectiveness (M = 4.2). Perceived challenges clustered into four categories: linguistic challenges, cognitive processing, affective factors, and cultural considerations, with mental translation emerging as the most significant challenge (M = 4.2). Conclusion. The study provides recommendations for developing culturally sensitive teacher training programs that address both technical proficiency and cultural appropriateness in impromptu communication skills.

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